George Lucas Educational Foundation

Inclusion Help!

Inclusion Help!

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How does your school provide for special education inclusion students who are way below grade level? Our school is full inclusion, but we have many special needs students who are functioning at or below third grade level in reading and math and my students are 8th graders? I only have my students for 52 minutes a day.

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Brandon's picture

My high school provides a few core curriculum special education courses (English, Math, and Study Skills) for some of our students who receive special ed services and then we also team teach in these courses and others where we don't provide direct service. I don't know if it's the best system, but they have made progress and we do the best we can for our students within the parameters that have been set by the district and government.

Ms. A.'s picture

In an inclusive environment it is important to accommodate all learners by modifying assignments and learning outcome expectations. I believe that students should be exposed to grade level curriculum, but to expect them to participate, and master at the same level as grade level students, is insane. It is important that these students have some time working at their instructional level, perhaps with a resource teacher if the school has one.

My son's high school provided sheltered classes in science and a few other subjects. The classes taught the grade level standards, but used English language learning strategies and other instructional methods. Although my son was not an English Language Learner, just defiant and lazy, he was permitted to take the class and was able to succeed.

All learners, regardless their instructional level, benefit from experiencing success.

Do what you can to help them succeed at something in the little time that you have them.

Merri Fretwell's picture

I worked as department chair for the last 3 years and truly feel that this position is crucial in providing a liaison between special ed, regular ed, and administration. There were times when we had very low level students in the wrong inclusion classes and making changes took a village! The key to making inclusion work as much as possible, which I have never been through a perfect year, it takes a key player to coordinate services, schedules, professional development, and emotional support. Sometimes this might be a particular administrator.

Don't give up, think out of the box, and sometimes know we have to just go with what were given and do the very best we can. If the later, the key is to stay positive and think of a game plan to make the next semester better.

Hope this helps!

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